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LOYOLA UNIVERSITY CHICAGO
SCHOOL OF EDUCATION
ELPS 425: Student Affairs Profession in Higher Education
Fall 2016 Course Syllabus
Monday, 7-9:30 p.m.
Water Tower Campus – Corboy Law Center 326
Instructor Information
OiYan Poon, PhD. Phone: 312.915.6108
Assistant Professor, Higher Education Email: opoon@luc.edu
Office: Water Tower Campus, 1134 Lewis Towers Office Hours by Appointment
Joliana Yee, Ph.D. Student Email: jyee@luc.edu
Teaching Assistant Office Hours by Appointment
Course Description
What are you getting your Master’s degree in? Oh, so you’re going to teach?
How do these questions make you feel? How do you answer such questions?
What is Student Affairs? What does this profession entail? Are student affairs professionals
institutional administrators or are they educators? How are you constructing your vocational
identity in the field of student affairs in higher education?
This course is an introduction to the professional field of student affairs in higher education. It
emphasizes the roles that student affairs professionals serve to promote the intellectual, social,
moral, ethical, spiritual, emotional, and physical development and well-being of students.
Student affairs educators carry out their professional obligations by actively seeking
collaborative relationships with each other across units, with students, faculty, and others on and
off the campus in order to design, support, maintain, and/or change campus environments to
optimally support student learning, wellness, and development. At the same time, dramatic
developments in higher education, from an affordability crisis and student loan bubble to
MOOCs and for-profit ventures, are challenging the relevance and purpose of the profession.
This course is designed to facilitate an open, scholarly, and self-reflexive exploration of
professional identity within the broad and diverse student affairs field. You will be challenged to
examine and to personally reflect on the basic "Who, What, Why, When, How and Where"
questions that, when taken together, provide a comprehensive portrait of the student affairs
profession in higher education. Some of the questions that will guide our explorations include:
Who are student affairs professionals? Whom do they work with and serve?
What do student affairs professionals do? What functions do they typically perform on
the campus? How might their work vary both from one functional unit to another on the
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same campus and from one campus to another? What types of student affairs positions
most appeal to you? Why? What do you want to accomplish as a student affairs
professional? Why? What is the future of higher education given the changes taking
place?
Why do student affairs professionals strive to do what it is they do? What principles
inform and drive their professional practice? What goals, values, beliefs, and assumptions
are deeply held? What values and beliefs do you hold that will shape or influence your
work with students? What factors have influenced these beliefs? What currently
motivates you to consider a career in the field of student affairs administration?
How do student affairs staff members perform their duties and achieve their goals? What
competencies, skills, and dispositions (i.e., values, attitudes, etc.) are needed to
effectively advise, counsel, lead, advocate, manage, and educate? What roles are a good
fit for you? Why? What "gaps" exist in your own knowledge and skills that you hope to
address? How will the student affairs profession respond to changes in higher education?
Where do student affairs professionals accomplish their important work? With what
resources and tools? How can student affairs staff collaborate effectively with each other
and with faculty on the campus? What leadership is required? With what groups on
campus are you currently most comfortable working? Why? What kinds of institutions of
higher learning most attract you? Why?
Guided by these questions, we will construct a richer and fuller appreciation for and
understanding of the work of student affairs professionals in higher education, so you can begin
articulating your own philosophy of practice in the field. You will be challenged throughout the
course to reflect on what professional identity and vocation mean for you. It is important to
remember that your past, current, and future experiences will collectively shape your evolving
understanding of your professional role. This course will support you in developing and refining
the skills, knowledge, and dispositions needed to continuously reflect on your own values and
beliefs as they relate to the work of student affairs.
Outcomes & Objectives
Learning Outcomes
Students will expand their knowledge about the history, philosophy, values, functions,
environments, challenges and trends fundamental to the student affairs profession. They
will also reflect on and apply principles of social justice, diversity, equity, service, and
holistic student development to the exploration and articulation of their own philosophy
of student affairs.
Upon completion of this course, students will be able to:
1. Articulate their personal motivations, values, and philosophy in the practice of
working with college students and/or research in the field of student affairs.
2. Reflect on and assess their professional competencies for practice.
3. Consider philosophical and ethical values of the student affairs profession.
4. Gain a stronger comprehension of the ways student affairs professionals apply
theory and research to practice.
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5. Understand the student affairs practice as a potential site for the advancement of
social justice.
6. Describe how differences in institutional missions, organizational patterns,
funding sources, faculty orientations, student characteristics/goals, and teaching
and learning climates can significantly impact the focus, practice, and work of
student affairs staff on particular campuses.
7. Be exposed to the range of lifelong learning opportunities, including professional
associations, available to student affairs professionals.
8. Consider contemporary financial, organizational, social and other challenges
facing the profession.
IDEA Objectives
1. Gaining a basic understanding of the subject (e.g., factual knowledge, methods,
principles, generalizations, theories)
2. Learning to apply course material (to improve thinking, problem solving, and decisions)
3. Acquiring skills in working with others as a member of a team
School of Education Conceptual Framework
Social Action through Education
The School of Education at Loyola University Chicago advances a conceptual framework that
emphasizes “Social Action through Education.” This framework, and its emphasis on the
importance of diversity, is consistent with the design and content of this course. Accordingly,
this course will challenge students to engage in critical self-reflection about their professional
identity and the role that the field of student affairs can play in the advancement of social justice
and diversity in higher education.
Institutional Policies & Philosophies
Diversity
This course will explore the many ways in which the diversity of institutional types, group and
individual identities and experiences shape the field and profession of student affairs. Over the
last half century, social, political, and economic changes have resulted in an ever-increasing
diversity of students, faculty, and administrators within higher education, which is characterized
by a complex diversity of institutional types and missions. While enriching the cultural and
intellectual environment on campuses, demographic and social changes bring both challenges
and opportunities for the field of student affairs and student affairs professionals to address the
range of students’ educational and developmental needs. Students in this course will explore and
reflect on how diversity and social justice shape their identities as scholars and practitioners.
Technology
Technology is integrated into the design and delivery of this course in a variety of ways. The
course will rely on Sakai as an educational tool to engage students outside of the classroom
setting. Additionally, both course delivery methods and student assignments draw on a range of
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technological tools with the goal of increasing students’ self-efficacy for using technology as
well as enhancing the overall learning experience.
Readings
Required Texts
Ardoin, S. (2014). The strategic guide to shaping your student affairs career. Sterling, VA:
Stylus Publishing.
Magolda, P. M., & Baxter Magolda, M. B. (Eds.) (2011). Contested issues in student affairs:
Diverse perspectives and respectful dialogue. Sterling, VA: Stylus Publishing.
Schuh, J., Jones, S., Harper, S., & Associates (Eds.). (2011). Student services: A handbook for
the profession (5th ed.). San Francisco, CA: Jossey-Bass.
Recommended Text
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
CAS Standards for Student Affairs - http://www.cas.edu/index.php/standards/
Additional Resources
www.myacpa.org American College Personnel Association
www.naspa.org National Association of Student Personnel Administrators
www.studentaffairs.com Student Affairs Compass
www.chronicle.com The Chronicle of Higher Education
www.insidehighered.com Inside Higher Education
http://diverseeducation.com/ Diverse Issues in Higher Education
Expectations & Requirements
Education either functions as an instrument which is used to facilitate integration of the younger
generation into the logic of the present system and bring about conformity or it becomes the
practice of freedom, the means by which men and women deal critically and creatively with
reality and discover how to participate in the transformation of their world.
- Paulo Freire, Pedagogy of the Oppressed
Learning is a shared and communal process of dialogue. As an educator guided by Freirean
principles of pedagogy, I will facilitate this class as a learning community. Within this learning
community and its spaces (i.e. classroom, Blackboard, email), I expect us all to respect the
diversity of knowledge assets – experiential, intellectual, and cultural – present and represented.
Accordingly, students are expected to:
Be fully engaged as collaborators in the progression and development of the class.
Critically read assigned readings prior to each class.
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Be in attendance at each scheduled class and present for class dialogues.
Actively engage in small and large group discussions in class and online in a thoughtful,
informed, and professional manner.
Be open to reflect on and learn from other perspectives presented in class especially if
they differ from yours.
Other expectations in class are as follows:
Cell Phones/ On Call
If you bring a cell phone or pager to class, please be sure it is either off or set to a silent mode.
Should you need to respond to a call during class, please leave the room in an undisruptive
manner. Texting and/or instant messaging are not allowed during class as a matter of respect to
the learning community. Additionally, taking notes or referring to readings on your cell phone
presents a distraction to the class. Please do not use your cell phone for anything other than
to receive an emergency call.
Should you be on call as part of professional or graduate assistantship responsibilities, please
advise me at the start of the semester. It is also a good idea to have a conversation with your
supervisor and staff to help them understand that you are a student and interruptions during class
time should be on an emergency basis only.
Laptops and Internet Usage
Laptops and tablets are permissible for purposes of both taking and reviewing notes as well as to
search for online resources that may contribute to the class dialogue. Instant messaging, e-
mailing, social network applications, etc., during class communicates disrespect to the rest of the
class community, and are not permitted.
Email/Sakai
Email will be used as the primary mode of correspondence for this course. It is imperative that
you activate your Loyola University Chicago account and check it daily. Please also check
your Loyola spam mail and mail foundry to ensure course related messages are not misdirected.
Additionally, Sakai may be used as a source to update the class about course material and to
distribute notices about class.
APA Style/Writing
Graduate education places a strong emphasis on developing writing skills and the ability to
communicate effectively. Moreover, an inherent goal of this class is to prepare students to be
scholars or scholar-practitioners. All papers should be submitted in APA 6th edition format. Key
provisions are that papers should be 12 point Times New Roman font, double‐spaced, with one
inch margins. Should papers have significant errors in APA formatting, they will not be accepted
as complete. The quality of writing is also of high importance. You are strongly encouraged to
submit drafts of papers to peers for initial feedback. If you wish to improve your writing skills,
please consult the University Writing Center (http://www.luc.edu/tutoring/Writing_Center.shtml)
for assistance.
Assignments
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The series of assignments in this course present an opportunity for growth. The assignments are
also meant to evaluate your progress along the course objectives.
It is your responsibility to complete and turn in assignments by the time specified in the course
syllabus and in the manner specified in the directions provided. Assignments are expected to be
turned in on time, so please plan appropriately to avoid unnecessary penalties. Late assignments
will not be accepted.
Students are expected to submit assignments via Sakai. If you are late in submitting your
assignment, the Sakai website will not accept your assignment.
Please follow the instructions provided for each assignment. This includes adherence to page
lengths and formatting as well as addressing the core content specified for each assignment.
Students are encouraged to consult with the instructor or teaching assistant regarding any
questions associated with assignments.
NOTE: Students should not exceed the suggested length of assignments as dictated by the full
assignment descriptions. Additionally, the suggested length does not include the title page,
abstract, or reference pages. All papers should be in Times New Roman, 12 point font, double-
spaced, with 1-inch margins, unless otherwise specified.
Evaluation & Grading
Class Engagement: 10%
Engaged Scholarly Discussion: 15%
Practitioner interview and paper: 25%
Conference proposal & presentation: 25%
Final Paper - Professional Philosophy: 25%
Evaluation rubrics for assignments are available on Sakai.
All due dates for assignments are firm. No late assignments will be accepted.
Dispositions
All students in the course will be assessed across the following dispositional areas:
Professionalism, Fairness, and the Belief that all students can learn. The rubric can be found in
Appendix A of the syllabus and the assessments will be conducted at the end of the semester
through LiveText.
Class Engagement (10%)
Because your participation and completed assignments are integral to the success of the course,
please email the instructor and TA in advance if for some substantial reason you will be unable
to attend class. If you miss more than two class sessions, you may only be eligible for a
maximum grade of “B-” in the course.
Evaluative
Dimension
“A”
Grade
“B”
Grade
“C”
Grade
“D/F”
Grade
Promptness Arrives on time for
class and is prepared to
Occasionally late to
class,
Demonstrates a
pattern of lateness,
Consistently late to
class, does not return
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begin at the designated
time as well as
following any breaks;
does not leave early
does not return
promptly
from designated breaks;
OR occasionally leaves
early/ is absent
absence, or early
departure that
interferes with
course objectives
from breaks in a
timely manner, leaves
class early, and/ or is
frequently absent
Quality of
Contributions
Contributions are
relevant and routinely
integrate course reading
and life experiences
into the discussion;
Arguments are
evidenced-based and
supported through
course content and/ or
life experiences
Contributions lean
more
toward either course
readings or life
experiences, but are
relevant to the
conversation;
Arguments
are generally evidence-
based
Contributions are not
relevant to the
conversation and
rarely incorporate
course readings;
Contributions betray
a lack of preparation
for class; Arguments
are rarely evidence-
based
No or minimal
contributions or
arguments are offered
Significance of
Contributions
Contributions add
complexity to the
conversation and
support or build off of
others’ contributions
Contributions are
generally substantive,
but
occasionally indicate a
lack of attention to
what
others have shared
Contributions repeat
what others have
shared and thus do
not advance the
conversation
No or minimal
contributions are
offered
General
Engagement
Regularly contributes
to the class in both
large and small group
formats; Routinely
engaged with course
activities and / or
in-class and online
discussions
Contributions generally
favor either the small or
large group; Does not
consistently appear
engaged in activities
and/
or in-class and online
discussions
Minimal
contributions are
offered in the small
or large group;
Appears
disengaged from
activities and/ or in-
class and online
discussions;
Addresses core
issues in activities
and/ or discussions
quickly and shifts to
personal
conversations or off-
topic material
No contributions are
offered
Gate-Keeping Does not dominate the
conversation; Regularly
encourages the
participation of others
by posing questions or
asking for other
students’ thoughts
Student occasionally
encourages the
participation of others;
recognizes the
contributions of others
Dominates the
conversation; Does
not
engage other
students in
conversation; directs
majority of
comments to the
instructor
No or minimal
contributions
Listening/
Attending
Skills
Is considerate (verbally
and nonverbally) of
appropriately expressed
feelings and opinions of
others; Actively listens
to both peers and
instructor; Actively
supports peers’ learning
Generally considerate
(verbally and
nonverbally) of
appropriately expressed
feelings and opinions of
others; typically
displays
active listening;
Is dismissive
(verbally or
nonverbally) of
others’ feelings and
opinions; Displays a
lack of interest; Does
not actively support
peers’ learning
Inconsiderate of
others’
feelings and opinions;
Does not actively
listen
or support others’
learning
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processes generally
supports peers’ learning
processes
processes
Engaged scholarly discussion (15%)
During the first class, each student will sign up for a class session where you will be responsible
for leading a 60 minute discussion and/or activity related to that day’s assigned readings with at
least one other student. As student affairs professionals, you will be expected to be aware of
current events and social developments, consider how they may affect learning communities and
students’ lives, and engage in reflexive dialogues about them. As such, this assignment is
intended to provide you with practice in facilitating and participating in intentional dialogues.
DUE: At least 48 hours prior to the class session. Identify one relevant cultural artifact (e.g.
Youtube video, music clip, movie clip, blog post, etc.) OR one article from a reputable news
media source (e.g. Chronicle of Higher Education, Inside Higher Ed, Diverse Issues in Higher
Education, NY Times, Washington Post, etc.) published within the last year and post it on Sakai.
Along with the artifact/article, include a brief description of why you selected the artifact/article
along with 2 or 3 questions related to the topic for the class to consider. Be sure to incorporate
the artifact/article you chose into your in-class facilitation.
To post to the class Sakai website, go to “ESD Forums,” click on “Engaged Scholarly Discussion
Postings,” and “Start a New Conversation.”
All students are also expected each week to read and respond to the week’s postings on the Sakai
site, by 12 noon CST on the day of the respective class meeting. This aspect of the ESD
activity is meant to prompt students to engage in the intentional dialogue, apply the assigned
readings to peer-selected artifacts and discussion prompts, and demonstrate an understanding of
the assigned texts within a specific context.
ESD leaders are highly encouraged to discuss their ideas for their scheduled session with the
teaching assistant or instructor.
Practitioner Interview and Paper (25%)
Due: October 17, 7 p.m. on Sakai
Page limit: 10 pages
Together with one other classmate, you are expected to interview a student affairs
practitioner/leader (at least mid-level, i.e. director and above) with whom neither of you has
worked. The purpose of the interview is to learn about a student affairs educator’s professional
journey, various factors that have influenced their career development, and how they may have
intentionally shaped their careers.
Based on the interview, and through sharing with each other about your own personal journeys
as emerging professionals, write and submit a paper addressing the following:
How do student affairs professionals decide to pursue careers in student affairs?
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What are some strategies for persisting and being successful in the field?
What are some key challenges facing student affairs professionals?
Compare and contrast your interview subject’s professional journey with your own.
o In what ways are your experiences similar or different?
o How might institutional type, positionality, and social identities factor into the
similarities or differences between your experiences?
How might what you have learned from the interview and reflection process inform how
you shape your development as a student affairs professional?
These listed questions are not meant to be an outline for the assignment. Successful papers will
clearly and intrinsically address the questions raised, but will also be well-organized around a
central thesis. They will also present cohesive ideas in a logical flow. Finally, they will
integrate ideas from the interview, students’ personal perspectives on their own experiences, and
course readings.
In class on September 12 and/or September 19, we will collectively develop ideas for specific
interview questions, identify potential interviewees, and discuss interview ethics and approaches.
Conference proposal & presentation (25%)
Due: November 14, 7 p.m. on Sakai
In groups of 3-4, you are required to write a conference proposal addressing a topic/question
relevant to emerging student affairs professionals interested in advancing social justice. In
drafting your proposal, please follow the ACPA 2017 general program submission worksheet.
You are highly encouraged to ask current practitioners in the field for help in developing ideas
for proposal topics. The proposal should be done in a similar fashion to what you would see at a
national conference. The guidelines from ACPA and NASPA proposals will be provided to guide
the drafting of your proposals and your presentations. They will also be used as the basis for this
assignment’s grading rubric.
Each group will also be required to implement a 20-minute class presentation based on their
proposal. Although ACPA and NASPA programs are often each allotted approximately 1 hour,
we will not have enough time to mirror this time allocation. Therefore, each group will have 20-
minutes to present a selected aspect of the program they have outlined in the written proposal.
Good resources for successful program proposal writing:
http://www.naspa.org/events/program-submission-guidelines
http://convention.myacpa.org/columbus2017/programming-resources/
Sixty percent of the total possible points (25) of the grade will come from the instructor and
TA’s evaluation of your written proposal according to the rubric found on Sakai.
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The remaining 40% of the grade for this assignment will come from a peer evaluation form that
will assess the following:
Practical value of presented content
Effective use of visual aids
Flow of presentation
Relevant creativity
Achievement of intended learning objectives
Final Paper: Professional Philosophy (25%)
Due: December 5, 7 p.m. on Sakai
Page guidelines: 8-10 pages
Draft your own Student Affairs philosophy based on course material, personal reflections,
discussions with other professionals, activities from the semester, and research of the scholarly
literature. The purpose of this culminating assignment is to allow students to demonstrate their
development of a personal philosophy in approaching a career in student affairs. The paper
should address the following:
What is the purpose of the student affairs profession?
What principles will guide your practice, and why?
How will you strategically shape your student affairs career to advance your ideal
principles of student affairs?
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COURSE SCHEDULE
Date Topic & Readings Assignments Due
8.29 Introduction – Overview of Class
Course expectations/overview
Importance of communities of praxis – setting
up community groups
What is student affairs?
Why student affairs?
Educator or administrator?
Required reading
The strategic guide to shaping your student affairs
career – Chapter 1
Contested issues in student affairs: Diverse
perspectives and respectful dialogue – Chapter 1
**Announce raffle for ACPA registration.
9.5 Labor Day – No Class
Enjoy the holiday, but remember this holiday was brought to you by the U.S.
movement for workers’ rights. Don’t forget, educators are workers in an economic
system too!
9.12 Foundations: A Learning and Knowledge Profession
Required readings
Student services: A handbook for the profession (5th
ed.) – Chapters 4 & 5
Contested issues in student affairs: Diverse
perspectives and respectful dialogue – Chapters 2-4
Evans N. J., & Reason, R. D. (2001). Guiding
principles: A review and analysis of student affairs
philosophical statements. Journal of College Student
Development, 42 (4), 359–377.
9.19 Praxis: Theory and Practice in the Profession
Required readings
Student services: A handbook for the profession (5th
ed.) – Chapters 8 & 29
ESD 1
12
Rhoads & Black (1995). Student affairs practitioners
as transformative educators: Advancing a critical
cultural perspective. Journal of College Student
Development, 36 (5), 413-421.
Suggested readings
Student services: A handbook for the profession (5th
ed.) – Part 3 (chapters 9-14)
*Note: These suggested readings will be helpful for
the conference proposal assignment.
9.26 Campus Contexts and the Profession
Required readings
Student services: A handbook for the profession (5th
ed.) – Chapters 2, 3 & 13
Hirt, J. B., Collins, D., & Plummer, E. (2005). Where
you work matters: Differences by institutional type in
the nature of professional life for student affairs professionals. NASPA’s NetResults.
Vasani, S. (2016, February 22). How Islamophobia
affects the mental health of young South Asians in the
West (and how to help). Huffington Post. Retrieved
from: http://www.huffingtonpost.com/sheena-
vasani/islamophobia-mental-health-south-
asians_b_9135938.html
ESD 2
10.3 Developing Key Competencies in the Profession
Required readings
The strategic guide to shaping your student affairs
career – Chapters 2 & 6
Student services: A handbook for the profession (5th
ed.) – Part V overview & Chapter 27
Janosik, S. M., Creamer, D. G., & Humphrey, E.
(2004). An analysis of ethical problems facing student
affairs administrators. NASPA Journal, 41 (2), 356-374.
Contested issues in student affairs: Diverse
perspectives and respectful dialogue – Chapters 12 &
20
Suggested readings
ESD 3
13
ACPA & NASPA. (2016). Professional competency
areas for student affairs educators. Unpublished draft.
Eaton, P. W. (2016). The competency-based
movement in student affairs: Implications for
curriculum and professional development. Journal of
College Student Development, 57 (5), pp. 573-589.
*Mid-semester course evaluations
10.10 Mid-Semester Break
10.17 Lifelong Learning and Self-care in the Profession
Required readings
Student services: A handbook for the profession (5th
ed.) – Chapter 18
Self-Study video - http://videos.myacpa.org/the-
different-styles-of-self-study
The strategic guide to shaping your student affairs
career – Chapters 4 & 8
Contested issues in student affairs: Diverse
perspectives and respectful dialogue – Chapters 23 &
24
ESD 4
Due: Practitioner Interview
Paper
10.24 The Profession, Student Cultures and Challenges
(part 1)
Required readings
Hing, J. (2012, July 17). Here’s how students of color
fit into higher ed’s shifting ecosystem. Colorlines.
Retrieved from: http://www.colorlines.com/content/heres-how-students-
color-fit-higher-eds-shifting-ecosystem
Brown, P. G. (2016, May 4). 100 college students…
represented visually… and they’re not what you
might expect. Retrieved from: https://paulgordonbrown.com/2016/05/04/100-college-
students-represented-visually-and-theyre-not-what-you-
might-expect/
Contested issues in student affairs: Diverse
perspectives and respectful dialogue – Chapters 5, 7,
ESD 5
14
9, & 10
10.31 The Profession, Student Cultures and Challenges
(part 2)
Required readings
Contested issues in student affairs: Diverse
perspectives and respectful dialogue – Chapters 13,
15-19
Suggested readings
Gaston-Gayles, J., Wolf-Wendel, L., Twombly, S.,
Ward, K., & Tuttle, K. (2005). From disciplinarian to
change agent: How the civil rights era changed the
roles of student affairs professionals. NASPA
Journal, 42(3), 263-282.
Kezar, A. (2010). Faculty and staff partnering with
student activists: Unexplored terrains of interaction and
development. Journal of College Student Development,
51 (5), 451-480.
Reason, R. D., & Broido, E. M. (2005). Issues and
strategies for social justice allies (and the student
affairs professionals who hope to encourage them).
New Directions for Student Services, 110, 81-89.
Ruff. C. (2016, March 16). The mental and academic
costs of campus activism. The Chronicle of Higher
Education. Retrieved from:
http://chronicle.com/article/The-MentalAcademic-
Costs/235711/
ESD 6
11.7 Organizational Cultures, Structures, and Leadership
in the Profession
Required readings
Student services: A handbook for the profession (5th
ed.) – Chapters 15 & 16
Contested issues in student affairs: Diverse
perspectives and respectful dialogue – Chapters 14,
21, & 22
Lafargue, F. (2016, March 28). ‘Coddled’ students and
their ‘safe spaces’ aren’t the problem college official
says, bigots are. The Washington Post. Retrieved from:
https://www.washingtonpost.com/news/grade-
ESD 7
15
point/wp/2016/03/28/coddled-students-and-their-safe-
spaces-arent-the-problem-college-official-says-bigots-
are/
11.14 Presentations Due: Conference Proposal
Paper
11.21 Case Study and Panel – Technology
Required readings
Stoller, E. (2013). Our shared future: Social media,
leadership, vulnerability, and digital identity. Journal
of College and Character, 14 (1), pp. 5-10.
Twenge, J. M. (2013). Does online social media lead
to social connection or social disconnection? Journal
of College and Character, 14 (1), pp. 11-20.
Kruger, K. (2013). The new normal: Social
networking and student affairs. Journal of College
and Character, 14 (1), pp. 31-38.
Thomason, A. (2015, March 24). NASPA’s annual
conference was going well. Then Yik Yak showed
up. The Chronicle of Higher Education. Retrieved
from: http://chronicle.com/blogs/ticker/naspas-
annual-conference-was-going-well-then-yik-yak-
showed-up/96089
Brown, P. G. (2015, March 24). Listening in on and
making sense of the NASPA Yik Yak backchannel at
#NASPA15 #YY15. Retrieved from:
https://paulgordonbrown.com/2015/03/24/listening-
in-on-and-making-sense-of-the-naspa-yikyak-
backchannel-at-naspa15/
Suggested reading
Student services: A handbook for the profession (5th
ed.) – Chapter 30
11.28 Case Study and Panel – Budget Cuts and Funding
Required readings
Student services: A handbook for the profession (5th
ed.) – Chapter 17
16
Romano, C. R., Hanish, J., Phillips, C., & Waggoner,
M. D. (2010). The new normal: Senior student affairs
officers speak out about budget cutting. New
Directions for Student Services, 2010 (129), 59-70.
Ardaiolo, F. P. (2010). Preserving the future from the
demands of the present. New Directions for Student
Services, 2010 (129), 71-79.
Varlotta, L. E., Jones, B. C., Schuh, J. H. (2010).
Developing budget models, communication
strategies, and relationships to mitigate the pain of
tough economic times. New Directions for Student
Services, 2010 (129), 81-87.
12.5 Reflection, Evaluation, Closure
The strategic guide to shaping your student affairs
career – Chapter 3
Due: Final Paper
17
Appendix A
Professional Dispositions
Higher Education Program
Target (Above average) Acceptable Unacceptable
Professionalism Student demonstrates
exceptional ability to
work well with others,
lead educational
initiatives, and show
leadership qualities in
professional settings
Student demonstrates an
ability to work well with
others in a professional
setting through
exhibiting behaviors such
as punctuality, meeting
deadlines, and being
open and responsive to
feedback
Student fails to demonstrate professional
behavior in the academic or work setting
Student meets all deadlines
Student attends class and is
punctual for all professional
obligations
Student communicates
promptly with faculty,
supervisors, employers, and
peers (no longer than 2
business days)
Student is able to express
himself or herself
appropriately (verbally and
in writing) with faculty,
supervisors, employers, and
peers
Student is able to work
effectively with peers on
assignments
Student demonstrates
ethical behavior in all
professional and graduate
student work
Student dresses in an
appropriate manner
Student adequately
addresses feedback
provided on coursework
(e.g., grammar, APA style,
content)
Student accurately cites
material in academic work
ascribing appropriate credit
for information conveyed
Fairness Student demonstrates
exceptional ability to
understand the situations
of others and responds in
an appropriate, proactive
manner
Student demonstrates
ability to understand the
situations of others and
responds in an
appropriate, proactive
manner
Student fails to consider the situation of
others in making professional decisions
and act inequitably
Student is considerate
(verbally and nonverbally)
of appropriately expressed
feelings and opinions of
others
Student exhibits active
18
listening skills
Student is able to accept
supervision
All students
can learn
Student exhibits
exemplary understanding
and practice reflecting
the belief that all
students, regardless of
contextual influences, are
capable of learning
Student believes and
demonstrates in practice
that all students,
regardless of contextual
influences, are capable of
learning
Student fails to understand and/ or
demonstrate in practice that all students,
regardless of contextual influences, are
capable of learning
Student is sensitive to
cultural differences
Student respects the
diversity of learning styles
Student uses the framework
of social justice in decision
making
19
Loyola University Chicago
School of Education
Syllabus Addendum
IDEA Course Evaluation Link for Students
Each course you take in the School of Education is evaluated through the IDEA Campus Labs
system. We ask that when you receive an email alerting you that the evaluation is available that
you promptly complete it. To learn more about IDEA or to access the website directly to
complete your course evaluation go to: http://luc.edu/idea/ and click on STUDENT IDEA
LOGIN on the left hand side of the page.
Dispositions
All students are assessed on one or more dispositional areas of growth across our programs:
Professionalism, Fairness, and the Belief that All Students Can Learn. The instructor in your
course will identify the dispositions assessed in this course and you can find the rubrics related to
these dispositions in LiveText. Disposition data is reviewed by program faculty on a regular
basis. This allows faculty to work with students to develop throughout their program and address
any issues as they arise.
LiveText
All students, except those who are non-degree, must have access to LiveText to complete the
benchmark assessments aligned to the Conceptual Framework Standards and all other
accreditation, school-wide and/or program-wide related assessments. You can access more
information on LiveText here: LiveText.
Syllabus Addendum Link
www.luc.edu/education/syllabus-addendum/
This link directs students to statements on essential policies regarding academic honesty,
accessibility, ethics line reporting and electronic communication policies and guidelines. We ask
that you read each policy carefully.
This link will also bring you to the full text of our conceptual framework that guides the work of
the School of Education – Social Action through Education.
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